IMPLEMENTASI METODE MURAJAAH DALAM MENINGKATKAN KEMAMPUAN HAFALAN AL-QUR’AN SISWA DI SMA MUHAMMADIYAH

Abstract

The Qur’an memorization program at the secondary school level faces challenges in maintaining students’ memorization amid academic demands. Previous studies have shown that the murajaah method is effective in maintaining the quality of Qur’an memorization; however, studies specifically describing the implementation of murajaah, students’ memorization abilities, and the supporting and inhibiting factors in the context of secondary schools remain limited. This study aims to describe the implementation of the murajaah method in Qur’an memorization learning among students at SMA Muhammadiyah 2 Watulimo, describe students’ memorization abilities in the implementation of murajaah, and identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative approach with a descriptive research design. The research informants included Qur’an memorization teachers or instructors and school personnel involved in the program, who were selected through purposive sampling based on their involvement and knowledge of murajaah activities. Data were collected through observation, interviews, and documentation related to Qur’an memorization activities and the implementation of murajaah. Data were analyzed through data reduction, data presentation, and conclusion drawing and verification. Data credibility was established through source and technique triangulation, persistent observation, and prolonged participation. The findings show that the murajaah method has become an integral part of the school’s structured Qur’an memorization program, involving memorization repetition, collective recitation, individual murajaah, memorization submission, recitation supervision, correction, and periodic evaluation. Students’ memorization abilities were primarily reflected in fluency, recitation accuracy, and consistency in maintaining their memorization. Supporting factors included the school environment integrated with an Islamic boarding school, a religious atmosphere, the availability of places for conducting murajaah, a structured program, and teacher guidance and motivation. The inhibiting factors included insufficient student discipline, the need for concentration and a calm environment during murajaah, and conflicts with other school activities. These findings indicate that the implementation of murajaah needs to be managed as a structured and continuous habit through consistent guidance, monitoring, and evaluation.

ABSTRAK

Program tahfidz Al-Qur’an pada jenjang sekolah menengah menghadapi tantangan dalam mempertahankan hafalan siswa di tengah tuntutan kegiatan akademik. Penelitian terdahulu menunjukkan bahwa metode murajaah efektif dalam menjaga kualitas hafalan, tetapi kajian yang secara khusus mendeskripsikan pelaksanaan murajaah, kondisi kemampuan hafalan, serta faktor pendukung dan penghambatnya pada konteks sekolah menengah masih terbatas. Penelitian ini bertujuan mendeskripsikan implementasi metode murajaah dalam pembelajaran hafalan Al-Qur’an siswa di SMA Muhammadiyah 2 Watulimo, mendeskripsikan kondisi kemampuan hafalan siswa dalam pelaksanaan murajaah, serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Informan penelitian meliputi guru atau pembina tahfidz serta pihak sekolah yang terlibat dalam pelaksanaan program, yang dipilih secara purposive sampling berdasarkan keterlibatan dan pengetahuan mereka terhadap kegiatan murajaah. Data diperoleh melalui observasi, wawancara, dan dokumentasi yang berkaitan dengan kegiatan tahfidz dan pelaksanaan murajaah. Analisis data dilakukan melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperiksa melalui triangulasi sumber dan teknik, ketekunan pengamatan, serta perpanjangan keikutsertaan. Hasil penelitian menunjukkan bahwa metode murajaah telah menjadi bagian terstruktur dari program tahfidz yang dilaksanakan melalui pengulangan hafalan, pembacaan bersama, murajaah individu, setoran, penyimakan, koreksi, dan evaluasi berkala. Kemampuan hafalan siswa dalam pelaksanaan murajaah terutama terlihat pada aspek kelancaran, ketepatan bacaan, dan konsistensi dalam mempertahankan hafalan. Faktor pendukung meliputi lingkungan sekolah yang terintegrasi dengan pondok pesantren, suasana religius, ketersediaan tempat murajaah, program yang terstruktur, serta bimbingan dan motivasi guru. Adapun faktor penghambat meliputi kurangnya kedisiplinan sebagian siswa, kebutuhan akan konsentrasi dan kondisi yang tenang, serta benturan dengan kegiatan sekolah lainnya. Temuan ini menunjukkan bahwa pelaksanaan murajaah perlu dikelola sebagai kebiasaan yang terstruktur dan berkelanjutan melalui pendampingan, pemantauan, dan evaluasi secara konsisten.